Radar (2005) stated that if students write down their goals, then they are able to examine themselves and see what they want to accomplish. To successfully achieve their goals, students must have a good understanding of what they need to accomplish. When setting goals, students should be aware of all the different types of goals, such as long-term and short-term goals. Knowing these will help students understand how to put what they are learning into perspective and whether it is an annual goal (long-term goal) or something they want to achieve weekly or monthly (short-term goal term) (Rader, 2005). According to researcher Laura Rader (2005), one of the most important things in goal setting is to break down the goal into manageable terms. Clarity in goal setting can impact student achievement and can reduce frustration when faced with a challenge. “Goal clarity increases perseverance, making individuals less susceptible to the harmful effects of anxiety, disappointment, and frustration” (Morisano, Pihl, Shore, Hirsh, Peterson, 2012, p. 256). Zimmerman (1990a) noted that most people have seen self-regulated learners in their classrooms and that these learners approach educational tasks with confidence, diligence, and resourcefulness. Argan and associates (2003) and Wehmeyer and colleagues (1998) confirmed that the benefits of goal setting and monitoring include generalization of learning and skills. This is considered a self-directed learning strategy. Self-regulated learners must set goals, organize themselves, self-monitor, and self-evaluate at all times throughout the learning process (Corno, 1986, 1989; Ghatala, 1986; Pressley, Borkowski, and Schneider, 1987). “These processes enable them to be self-aware, knowledgeable, and decisive in their approach to learning” (Zimmerman, 1990a, p. 5). When a student becomes a self-regulated learner, they are then able to recognize when they know how to do something and when they don't. When a student has a low sense of self-efficacy, it eventually affects their tasks because they may avoid them; if they tend to judge themselves, they will participate (Schunk 1990). Schunk (1990) believes that if one evaluates one's progress toward a goal and one's progress is good, this improves one's self-efficacy, which will in turn lead one to begin setting goals that are more difficult to achieve. . “Self-efficacy affects the level of skillful performance” (Schunk, 1985, p. 307). When a student is able to achieve their goal, it further validates what they believe they can achieve (Schunk